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本文对比分析了中国人EFL学习者和ESL学习者两组被试群体的“二语动机自我系统”三维理论模型的异同。实证调查工具以调查问卷为主,并辅以后续采访。通过Amos 18.0对调查问卷数据进行了结构方程模型分析,分析结果显示“二语学习体验”这一动机要素在推动学习者采取学习行动方面发挥了决定性的作用,这个结论同时适用于EFL学习者和ESL学习者两个被试群体。然而,理论模型的其他两个要素(“理想二语自我”和“应该二语自我”)的激励作用则表现得不够稳定,这种不稳定性说明D?rnyei的“二语动机自我系统”不能完全适用于中国人EFL学习者和ESL学习者。采访数据分析结果为“未来自我导向型因素只有在满足一些必要条件之后才会激发学习者采取具体学习行动”的提法提供了强有力的证明。
This article compares and analyzes the similarities and differences of the “second language motivation self-system” and “three-dimensional” theoretical models of the EFL learners and ESL learners in both groups. Empirical survey tools are mainly based on questionnaires, supplemented by follow-up interviews. The structural equation model analysis of questionnaire data through Amos 18.0 shows that the motivation element of “second language learning experience” played a decisive role in promoting learners to take the learning action. This conclusion also applies to EFL learning And ESL learners two subjects groups. However, the motivation of the other two elements of the theoretical model ( “ideal second language self ” and “should be second language self ”) is not stable enough. This instability indicates that D? Rnyei Language Motivation System “can not be completely applied to Chinese EFL learners and ESL learners. Interview data analysis provides a strong proof that ”future self-directed factors only motivate learners to take concrete actions after some necessary conditions have been met."